New Colorado P-12 Academic Standards

Current Display Filter: Visual Arts - All - by Specific Prepared Graduate Competency - (Remove PGC Filter)

Content Area: Visual Arts
Grade Level Expectations: High School
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Art and design have purpose and function

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Investigate and articulate the aims of disparate art practices and traditions (DOK 1-3)
  2. Research and document how the visual arts are manifested in contemporary society (DOK 1-3)
  3. Interpret the purposes of art across time, culture, and diversity, and be mindful of cultural sensitivities (DOK 4)

Inquiry Questions:

  1. What is the purpose of art?
  2. How do different cultures manifest the purposes of art?
  3. How can art make important contributions to society?

Relevance & Application:

  1. Visual arts provide an ability to discern the underlying intended and unintended purposes of art.
  2. Visual arts provide for the ability to discern multiple solutions to visual and spatial problems.
  3. Contemporary technologies have enabled the purpose of art to expand.

Nature Of:

  1. Investigating art ideas provides for alternative viewpoints and encourages divergent thinking about the reasons for the existence of art.

Content Area: Visual Arts
Grade Level Expectations: Eighth Grade
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. The history of art, world cultures, and artistic styles influence contemporary art concerns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Incorporate personal life experiences through aesthetic responses to works of art (DOK 3-4)
  2. Justify, and infer how art often is defined by its originality (DOK 3)
  3. Interpret changes in meaning over time in the perception of a familiar work of art (DOK 3-4)
  4. Investigate and discuss how social and political environments influence an artist's creative process in making a work of art (DOK 1-3)
  5. Examine and discuss the reasons to respect and avoid replication and interpretation of culturally sensitive taboos (DOK 1-3)

Inquiry Questions:

  1. To what extent does a work of art's title impede or enhance the viewer's interpretation of the artist's intent?
  2. To what extent does a work of art's classification impede or enhance the value of art for the artist?

Relevance & Application:

  1. Throughout history, art has been purchased and financed by social institutions for the purpose of reflecting or encoding the social structures of their time. This could imply that only certain social viewpoints in history have been preserved through art by the wealthy or most influential members of society.
  2. Technological changes such as the use of photography, neon lights, paint, and computer and digitally generated art have given more opportunities to preserve and capture aspects of present-day art as opposed to the subjective view of art that was more apparent in the past.

Nature Of:

  1. The arts are great equalizers in terms of economic and social discrepancies
  2. Respect for the art of cultures informs our understanding of people groups.

Content Area: Visual Arts
Grade Level Expectations: Seventh Grade
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Understanding works of art involves knowledge of historical and cultural styles, genre, and artists over time

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Examine and articulate works of art that communicate significant cultural beliefs or sets of values (DOK 1-3)
  2. Investigate and discuss how exposure to various cultures and styles influences feelings and emotions toward art forms (DOK 1-3)
  3. Interpret and demonstrate how works of art synthesize historical and cultural meaning (DOK 1-4)

Inquiry Questions:

  1. How does art change with time?
  2. How does a time period impact meaning in a work of art?
  3. What does utilitarian versus aesthetic function in works of art mean?
  4. What makes art essential?

Relevance & Application:

  1. Historical events mandate aesthetic responses by artists and their works of art.
  2. Significant events impact the making of art during current and future time periods.
  3. Artists and audiences use cultural and community identities and social perspectives to make and respond to art.

Nature Of:

  1. Art is essential to the American and world cultures because of the visual, emotional, and senses-based aspects that unify us as in a global humanity.
  2. The history of a culture's art speaks to where we have been, who we were, and who we are - and predicts where we are going.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Knowledge of art vocabulary is important when critically analyzing works of arts

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Employ appropriate vocabulary for art categories such as realistic, abstract, non-objective, conceptual, and others genres (DOK 1)
  2. Use domain-specific vocabulary relating to symbolism, genre, and performance technique in all arts areas (DOK 1-2)

Inquiry Questions:

  1. What skills and vocabulary, if any, does one need know to appreciate and begin to understand art?
  2. What makes the artists in time periods famous?
  3. How does one talk and write about art?

Relevance & Application:

  1. The use of content-specific vocabulary in all disciplines produces multi-literate members of society.
  2. The language of art connects cultures that do not speak the same societal language and allows for the communication of intent and ideas in an informed manner.

Nature Of:

  1. Describing, analyzing, and interpreting works of art develops the skill and ability to make informed judgments.

Content Area: Visual Arts
Grade Level Expectations: Sixth Grade
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Art created across time and cultures can exhibit stylistic differences and commonalities

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe and discuss the general characteristics of a work of art from various historical periods (DOK 1-3)
  2. Articulate how to be respectful and mindful of culturally sensitive themes. (DOK 1-3)
  3. Compare and contrast works of art from various historical periods and world cultures by their components of style and design (DOK 2-4)
  4. Analyze responses to works of art in terms of historical, cultural, and visual meaning (DOK 2-3)

Inquiry Questions:

  1. Does art define culture, or does culture define art?
  2. What are commonalities in historical and cultural styles?
  3. What are distinctive differences in historical and cultural styles?

Relevance & Application:

  1. Changes in art movements relate to changes in science and technology.
  2. Advancements in technology have broadened the function and purpose of art.
  3. Belief systems influence the interpretation and analysis of works of art.

Nature Of:

  1. Every artist and artistic period has a style.
  2. History and culture affect self-expression.

Content Area: Visual Arts
Grade Level Expectations: Fifth Grade
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Visual arts connect multiple characteristics of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Justify statements made about a work of art (DOK 1-3)
  2. Objectively use the characteristics and expressive features of art and design to analyze a work of art (DOK 1-4)
  3. Investigate generalizations about works of art (DOK 1-2)

Inquiry Questions:

  1. How does illusion impact the visual reality of a two-dimensional space?
  2. What is the difference between three-dimensional space and the illusion of depth and space in a two-dimensional framework?
  3. What boundaries, if any, exist in art and art-making?
  4. Is intended meaning an issue in the art-making process? Why or why not?

Relevance & Application:

  1. Analysis and inference develop skills in the viewer of art and can be transferred into problem-solving situations in everyday life.
  2. New forms of artistic expression often come from breaking with traditions.
  3. The critical process of observing, interpreting, and evaluating leads to informed judgments regarding the merits in works of art and reinforces cognitive skills such as concentration, perception, memory, and logical thinking - essential in all occupations.
  4. Processing divergent visual information and drawing conclusions is an important visual literacy skill.

Nature Of:

  1. Epiphany is the life blood of expression.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Visual arts communicate the human experience

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the relationships between works of art from different cultures being respectful and mindful of culturally sensitive themes (DOK 2-3)
  2. Use contextual cues to discuss notions of beauty and aesthetic valuing (DOK 2-3)
  3. Use visual information to construct personal visual narratives (DOK 1-3)
  4. Identify and interpret how art exists in your world (DOK 1-3)

Inquiry Questions:

  1. Why do artists make visual art to tell stories?
  2. How do the characteristics of a work of art reflect the culture, time period, or artist who produced it?
  3. Why do innovations in technology and social and political trends influence the creation of visual art?

Relevance & Application:

  1. The environment that art is being created in is transforming rapidly due to new technological innovations.
  2. Some cultural traditions are not appropriate for rendering.
  3. Art is a vehicle for interdisciplinary communication related to the human experience.

Nature Of:

  1. The creation, appreciation of, and consumption of visual art, design, and material culture helps to define who we are as human beings.
  2. Art reflects the qualities of the culture in which it was produced, including the cultural respect for sensitive themes.

Content Area: Visual Arts
Grade Level Expectations: Fourth Grade
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Artists, viewers and patrons respond to works of art using inference and empathy

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Make inferences about the artist's feelings and perspective (DOK 2-3)
  2. Respectively investigate and be mindful of culturally sensitive themes (DOK 1-3)

Inquiry Questions:

  1. Why do artists create art about their interests?
  2. How is the subject matter of a work of art related to the artist's interests?
  3. What clues does an artist give in a work of art to communicate intent?

Relevance & Application:

  1. Works of art reflect the artist's ideas, interests, and background.
  2. Works of art reflect the influences of culture and community on the artist, leading to decisions about whether a rendering is appropriate.
  3. Technology and the World Wide Web facilitate the research of cultures.

Nature Of:

  1. The critical process of observing, interpreting, and evaluating leads to informed judgments regarding the merits of works of art.

Content Area: Visual Arts
Grade Level Expectations: First Grade
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Works of art express feelings

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Provide explanations for how works of art provoke specific feelings (DOK 1-3)
  2. Identify personal feelings motivated by works of art using grade appropriate language and concepts (DOK 1-3)
  3. Locate and discuss the characteristics and expressive features of art and design in a work of art that initiate specific feelings and/or emotions (DOK 1-3)

Inquiry Questions:

  1. How do sensory qualities and expressive features guide feelings in works of art?
  2. How does the use of color or pattern create feelings in a work of art?

Relevance & Application:

  1. Emotion can be conveyed in a work of art.
  2. Art can be expressed through different modalities such as nonverbal, kinesthetic, and interdisciplinary.
  3. Technology can help to explore ways that mass media create viewer response.

Nature Of:

  1. Art is an emotional experience that is mindful of our personal perspectives and feelings.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Art represents and renders the stories of people, places, or things

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Connect the stories in works of art to the cultures they represent (DOK 1-2)
  2. Retell a story from a work of art in a different modality such as singing, dancing, acting, drawing, painting, or acting (DOK 1-4)
  3. Respectfully discuss cultural and ethnic influences in works of art (DOK 1-3)

Inquiry Questions:

  1. How do artists make choices about subject matter?
  2. Why is it important to know a subject's "story" when discussing works of art?

Relevance & Application:

  1. Underlying structures in art can be found via close observation and questioning.
  2. Technology such as the Internet, blogs, social networking in cyberspace, and virtual museums increase our ability to experience different cultures and stories.

Nature Of:

  1. Personal cultural relevance can be influenced by family, school, and community norms.

Content Area: Visual Arts
Grade Level Expectations: Kindergarten
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Personal feelings are described in and through works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use age appropriate simple art vocabulary to express opinions about works of art (DOK 1-2)
  2. Tell a story to explain works of art (DOK 1-4)
  3. Interpret and express works of art through multiple modalities (DOK 1-3)

Inquiry Questions:

  1. What is the vocabulary of art?
  2. How do we know what art says?
  3. How can you use art to tell a story?

Relevance & Application:

  1. Discuss the need for art in material culture.
  2. Art, like other arts disciplines, promotes feeling.
  3. Visual technology tools are used to respond to a variety of art concepts and media.

Nature Of:

  1. Art is our primary language.
  2. Art tells the story of what we see.